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College readiness remains flat

Only 43 percent of 2012 high school graduates who took the SAT were ready for college, according to the annual SAT Report on College and Career Readiness, released Monday by the College Board. That’s the same percentage that was reported in 2011.

The organization’s college readiness benchmark score is 1550, which indicates a 65 percent chance of a student achieving a B- average or higher during the first year at a four-year college. The SAT test assesses in three areas – critical reading, math and writing – and has a perfect score of 2400.

In Colorado, students who took the SAT scored higher than the national mean scores, recording 575 in critical reading (compared to 496), 581 in math (compared to 514) and 562 in writing (compared to 488). The combined Colorado mean score was 1718.

But the scores are not necessarily a good indicator of the overall college readiness of Colorado graduates, because only 17 percent of students – or 8,521 students – who graduated in 2012 took the test. Only 14 percent of students who graduated from public high schools took the exam.

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As the report notes, in states with lower SAT participation rates, “Typically, these students have strong academic backgrounds and are applicants to the nation’s most selective colleges and scholarship programs. Therefore, it is expected that the SAT critical reading, mathematics and writing averages reported for these states will be higher than the national average.”

In contrast, all Colorado high school juniors are required to the rival ACT test, and the results are used in the state’s accountability system for districts and schools.

The ACT 2012 report, released last month, reported that in both Colorado and the nation, only 25 percent of students who graduated from high school in 2012 met college readiness benchmarks in all four subject areas tested by the ACT. (See EdNews story.)

About 1.66 million 2012 graduates took the SAT, most in their junior or senior years. The College Board reported the total was the largest number ever, and that 45 percent of the students were members of minority groups, also a record.

According to the College Board, “The number of students taking the SAT in each graduating class has increased 6 percent since 2008, while critical reading scores have declined four points, writing scores have declined five points, and mathematics scores have remained stable during that time.”

The report also provides extensive data on the kinds of high school classes students took and how that affects SAT scores, concluding that students who completed a core curriculum and students who took Advanced Placement classes scored better on the SAT.

Manuela Martinez doesn’t want Spanish-speaking families to get lost in the fast-changing education landscape in Memphis as the city’s Hispanic population continues to grow.

The mother of two students is among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship, a program that trains parents on local education issues.

“We want to be more informed,” said Martinez, whose children attend Shelby County Schools. “I didn’t know I had much of voice or could change things at my child’s school. But I’m learning a lot about schools in Memphis, and how I can be a bigger part.”

More than 200 Memphians have gone through the 10-week fellowship program since the parent advocacy group launched two years ago. The vast majority have been African-Americans.

The first Spanish-speaking cohort is completing a five-week program this month and marks a concerted effort to bridge racial barriers, said Sarah Carpenter, the organization’s executive director.

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The city’s mostly black public schools have experienced a steady growth in Hispanic students since 1992 when only 286 attended the former Memphis City Schools. In 2015, the consolidated Shelby County Schools had 13,816 Hispanic children and teens, or 12.3 percent of the student population.

Lidia Sauceda came to Memphis from Mexico as a child; now she has two children who attend Shelby County Schools. Through Memphis Lift, she is learning about how to navigate Tennessee’s largest district in behalf of her family.

“Latinos are afraid of talking, of standing up,” Sauceda said. “They’re so afraid they’re not going to be heard because of their legal status. But I will recommend this (fellowship) to parents. How do we want our kids to have a better education if we can’t dedicate time?”

The training includes lessons on local school options, how to speak publicly at a school board meeting, and how to advocate for your children if you believe they are being treated unfairly.

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The first fellowship was led by Ian Buchanan, former director of community partnership for the state-run Achievement School District. Now the program is taught in-house, and the Spanish-speaking class is being led this month by Carmelita Hernandez, an alumna.

“No matter what language we speak, we want a high-quality education for our kids just like any other parent,” Hernandez said. “A good education leads to better opportunities.”

When it comes to summer learning, it’s been a better year for Memphis, where a range of new programs have helped to stem learning loss that hits hard in communities with a high number of low-income students.

On Thursday, Mayor Jim Strickland celebrated that work in conjunction with National Summer Learning Day and against the backdrop of the children’s reading room of the city’s main library.

He estimated that 10,000 children and teens are being reached this summer through learning programs spearheaded through Shelby County Schools, Literacy Mid-South, Memphis Public Libraries, churches and nonprofit organizations across the community.

That’s a record-breaking number, Strickland says, in a city with a lot of students struggling to meet state and local reading targets.

Summer learning loss, also known as summer slide, is the tendency for students to lose some of the knowledge and skills they gained during the school year. It’s a large contributor to the achievement gap, since children from low-income families usually don’t get the same summer enrichment opportunities as their more affluent peers. Compounded year after year, the gap widens to the point that, by fifth grade, many students can be up to three years behind in math and reading.

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But this summer for the first time, Shelby County Schools offered summer learning academies across the city for students most in need of intervention. And Memphis also received a slice of an $8.5 million state grant to provide summer literacy camps at nine Memphis schools through Tennessee’s Read to be Ready initiative.

Literacy Mid-South used Thursday’s event to encourage Memphians to “drop everything and read!”

The nonprofit, which is providing resources this summer through about 15 organizations in Greater Memphis, is challenging students to log 1,400 minutes of summertime reading, an amount that research shows can mitigate learning loss and even increase test scores.

Reading is a problem for many students in Memphis and across Tennessee. Less than a third of third-graders in Shelby County Schools read on grade level, and the district is working to boost that rate to 90 percent by 2025 under its Destination 2025 plan.

The city of Memphis, which does not fund local schools, has made Memphis Public Libraries the focal point of its education work. This summer, the library is offering programs on everything from STEM and robotics to art and test prep.

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Parents are a critical component, helping their kids to take advantage of books, programs and services that counter the doldrums of summer learning.

Soon after the mayor left the Benjamin L. Hooks Library on Thursday, Tammy Echols arrived with her son, Torrence, a rising first-grader at Levi Elementary School. Echols said they visit regularly to read books and do computer and math games.

“We always do a lot of reading and we’re working on learning sight words,” Echols said as she watched her son build a tower out of giant Lego blocks. “Torrence is a learning child and it’s easy to forget what you just learned if you’re not constantly reinforcing.”